In this Teaching Issues article, we make the case for using Integrated Performance Assessments (IPAs) to get a better picture of ELLs/MLLs learning progress and language development and thus, contributing to more equitable learning environments in both instruction and assessment practices. An Integrated Performance Assessment allows learners to use the three modes of communication—interpretive, interpersonal, and presentational—to communicate their learning and demonstrate language development in an integrated way. We show how IPAs can be used as assessments for, of, and as learning; they promote more authentic teaching and assessment methods, in both formative and summative ways. To illustrate the potential opportunities IPAs can offer over traditional teaching and assessment methods, we share a classroom‐ready example designed by a teacher who participated in a 15‐month professional development project. We posit that IPAs value the resources ELLs/MLLs bring to the classroom and allow them to use these resources in their learning, as well as promote authentic language use and provide a window into ELLs’/MLLs’ progress in ways that advance their learning and language development through collaboration and interaction.

中文翻译：

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综合绩效评估：为 ELL/MLL 提供公平的指导和评估

在这篇教学问题文章中，我们阐述了使用综合绩效评估 (IPA) 来更好地了解 ELL/MLL 学习进度和语言发展的情况，从而为教学和评估实践中营造更公平的学习环境做出贡献。综合表现评估允许学习者使用三种沟通模式——解释、人际和表达——以综合的方式交流他们的学习并展示语言发展。我们展示了如何将 IPA 用作学习的评估、学习的评估；他们以形成性和总结性的方式促进更真实的教学和评估方法。为了说明 IPA 相对于传统教学和评估方法可以提供的潜在机会，我们分享了一个由参加过 15 个月专业发展项目的教师设计的课堂示例。我们认为 IPA 重视 ELL/MLL 带到课堂的资源，并允许他们在学习中使用这些资源，同时促进真实的语言使用，并为了解 ELL/MLL 的进步提供一个窗口，从而促进他们的学习和学习。通过协作和互动来发展语言。